The Grange School in Daventry is characterized by a warm and friendly environment where pupils feel safe and valued. The school emphasizes its core values, aiming to cultivate aspirational change makers among its students. Pupils express enjoyment in their learning experiences and take pride in their school, recognizing the care and support provided by the staff. Positive relationships between staff and pupils contribute to a respectful and polite atmosphere, with pupils demonstrating good behavior and a calm school environment. The school has effective measures in place to address bullying, ensuring that pupils are aware that such behavior is not tolerated.
Leadership at The Grange School is committed to the success of all pupils, including those with special educational needs and disabilities. However, the quality of education requires improvement, as some subjects lack consistent planning and teaching. This inconsistency can hinder pupils' learning potential. The school has recently redesigned its curriculum, focusing on four key areas: diversity, oracy, inquiry, and exploration, alongside well-being. Despite these efforts, the curriculum is still in the early stages of development, and in some subjects, the essential knowledge that pupils need to acquire is not clearly defined.
Most teachers effectively explain new concepts and provide examples to aid understanding. However, there are instances where teachers do not adequately check for understanding among all pupils, leading to gaps in knowledge and lower achievement levels. Pupils with special educational needs have strong relationships with their support staff, but not all teachers meet the diverse needs of all pupils. Leaders do not consistently monitor how well the curriculum is delivered, which affects the overall learning experience.
Reading is prioritized at The Grange School, with a well-organized phonics program starting in the Reception Year. Staff provide engaging reading materials, and pupils are supported in developing their reading skills through regular practice. The early years curriculum is well-structured, fostering positive relationships between children and adults, and promoting communication and language development.
Pupils' personal development is supported by a well-planned curriculum for personal, social, and health education. They have opportunities to learn about various cultures and faiths, promoting respect and appreciation for diversity. While leaders promote British values, pupils' understanding of these concepts is not yet secure, and plans are in place to enhance this aspect of the curriculum.
The governing body possesses a diverse range of skills and effectively challenges school leaders. They understand their safeguarding responsibilities and ensure that additional funding is utilized appropriately. Leaders engage with staff, providing regular training and considering their well-being, which contributes to a positive work environment.
Safeguarding arrangements are effective, with leaders taking their responsibilities seriously and maintaining a strong culture of safety. Staff receive regular training, and pupils are educated on how to keep themselves safe, including online safety.
To improve, the school needs to enhance the sequencing of its curriculum in several subjects to ensure that essential knowledge is clearly outlined. Leaders should expedite the development of the curriculum and support staff in understanding what should be taught at each stage. Additionally, the implementation of assessment strategies must be consistent across subjects to identify and address misconceptions effectively. Monitoring the delivery of the curriculum to meet the needs of all pupils, particularly those with special educational needs, is crucial for the school's ongoing improvement.
